Perspectivas de habitar uma escola de educação infantil: práticas pedagógicas de uma escola comunitária

Abstract

The research entitled "Perspectives of Living in a Kindergarten School: Pedagogical Practices of a Community School", developed in the Professional Master's Degree in Educational Management, aims to understand how pedagogical practices are produced in a community Kindergarten School in Porto Alegre. The methodological approach adopted is qualitative, with a case study, which emerges as a significant tool for a deeper and more comprehensive understanding of specific phenomena within the school environment. The instruments for producing data were observation, interviews with school management, discussion groups with educators and analysis of the school's pedagogical documents. This variety of methods provided a comprehensive understanding of the reality experienced in that space, as well as its organization and the pedagogical practices under development. The research explores the dynamics of everyday school life, identifying how practices are influenced by community management and educational policies. The dissertation is based on concepts such as childhood as a cultural and historical construction (Larrosa, Kohan), children's protagonism and the integration between care and education (Malaguzzi, BNCC), the relationship between education and welfare in vulnerable contexts (Bujes), and pedagogical management and continuing education as elements to resignify pedagogical practices (Freire, Bondioli). The results indicate that, although community schools face challenges related to the training of educators and limited resources, they seek to present a pedagogical approach aligned with the needs of children and the demands of the community. However, the research highlighted the welfare-based nature present in the daily life of the institution studied; the lack of clarity regarding the roles and responsibilities of managers and educators, leading to work overload. It was also observed how the articulation between care and education, although necessary in a context of social vulnerability, often compromises pedagogical intentionality, generating tensions between organizational and pedagogical demands. These issues highlight the need to qualify management processes, especially regarding the roles and functions of the community school for early childhood education. In addition, resilience and innovation strategies were identified on the part of educators and managers, who, even in the face of limitations, seek to ensure the well-being of children and the continuity of pedagogical practices, highlighting the need to qualify management processes. Based on the analyses, it was possible to develop a training proposal that aims to contribute to the qualification of pedagogical practices in community schools. Entitled Pedagogical Concepts and Practices in Early Childhood Education, the technical production presented takes the form of a continuing education course aimed at managers and educators. This study can contribute to the redefinition of pedagogical and management practices in community schools and offers a reflection on the role of these institutions in the educational context of Porto Alegre.